International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed

ABSTRACT

This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ approaches to their professional definition and their agency to enact this, against a theoretically validated framework. Results indicated the emergence of three defining categories based on the validation and synthesis of the relationships between six elements in the theoretical model.

KEYWORDS:

• Teaching competence
• holistic competences
• validation
• digital competence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Linda Castañeda

Linda Castañeda is Associate Professor in Educational Technology at the Department of Didactics and School Organization at the University of Murcia, Spain. Linda’s current research portfolio includes critical perspectives on educational technology, competencies for the digital era (definition, development and assessment), strategical approaches to teachers’ professional development, socio-material perspectives of emergent pedagogies, and Personal Learning Environments.

Francesc Marc Esteve-Mon

Francesc M. Esteve-Mon is a Lecturer in educational technology in the Department of Pedagogy and Rector’s Commissioner for Digital Affairs at Universitat Jaume I (Castelló, Spain). He is a member of the Teaching, Learning and Technology Research Group (GREAT) and his research interests include digital competence, teacher professional development and design-based research.

Jordi Adell

Jordi Adell is Associate Professor in the Department of Pedagogy and Didactics of Social Sciences, Language and Literature and Head of the Center for Education and New Technologies (CENT) at Universitat Jaume I in Castelló de la Plana, Spain. His main research interests as a member of the Teaching, Learning and Technology Research Group (GREAT) revolve around educational technology and the development of digital competence of teachers in teacher education.

Sarah Prestridge

Sarah Prestridge is the 2020 top scholarly researcher in Teaching in Teacher Education in Australia. Her research examines the areas of digital pedagogies, online teaching, connected learning and online design.